Reading Comprehension Skills Level 7

HIGH-INTEREST

SKILLS & STRATEGIES

ogies l a An lines Out s Viewpoint ’ r e t c a r a Vocab h ula C ry e I nfe r e n c s Stor y M a p

LEVEL

7

100

REPRODUCIBLE ACTIVITIES

Reading Comprehension Skills and Strategies Level 7

Saddleback Educational Publishing Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com

Development and Production: The EDGe ISBN 1-56254-034-3 Copyright ©2002 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the publisher, with the following exception. Pages labeled Saddleback Educational Publishing ©2002 are intended for reproduction. Saddleback Educational Publishing grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to an individual teacher, and does not apply to entire schools or school systems. Printed in the United States of America 06 05 04 03 02 9 8 7 6 5 4 3 2 1

Table of Contents

To be a good detective, you have to know what facts Skills are important and not important to the case you’re solving! So, ask yourself questions as you read. Teacher welcome and teaching tips . . . . . . . . . 4

Identifying analogies . . . . . . . . . . . . . . . . . . . . 37

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Identifying analogies . . . . . . . . . . . . . . . . . . . .38

Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Classifying items . . . . . . . . . . . . . . . . . . . . . . . .39

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . .8

Classifying items . . . . . . . . . . . . . . . . . . . . . . . .40

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . . 9

Categorizing information . . . . . . . . . . . . . . . . .41

Analyzing suffixes . . . . . . . . . . . . . . . . . . . . . . 10

Categorizing information . . . . . . . . . . . . . . . . .42

Analyzing prefixes . . . . . . . . . . . . . . . . . . . . . . 11

Recognizing time elements . . . . . . . . . . . . . . . .43

Following directions . . . . . . . . . . . . . . . . . . . . . 12

Recognizing time elements . . . . . . . . . . . . . . . .44

Following directions . . . . . . . . . . . . . . . . . . . . . 13

Developing questioning techniques . . . . . . . . .45

Analyzing context clues . . . . . . . . . . . . . . . . . 14

Developing questioning techniques . . . . . . . . .46

Analyzing context clues . . . . . . . . . . . . . . . . . 15

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Analyzing context clues . . . . . . . . . . . . . . . . . 16

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Inference—analyzing word clues . . . . . . . . . . 17

Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Inference—analyzing word clues . . . . . . . . . . 18

Defining idioms . . . . . . . . . . . . . . . . . . . . . . . .50

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 19

Making/confirming/inferences . . . . . . . . . . . . .51

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 20

Making/confirming/revising-inferences . . . . . .52

Analyzing vocabulary . . . . . . . . . . . . . . . . . . . 21

Making/confirming/revising-inferences . . . . . .53

Identifying signal words . . . . . . . . . . . . . . . . . 22

Making/confirming/revising-inferences . . . . . .54

Recognizing signal words . . . . . . . . . . . . . . . . 23

Using T of C to preview and predict content . .55

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 24

Using heading/captions to preview and predict content . . . . . . . . . . . . . . . . . . . . . .56

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 25 Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 26

Using illustrations and graphic devices to preview and predict content . . . . . . . . . .57

Using a dictionary . . . . . . . . . . . . . . . . . . . . . . 27

Identifying main idea . . . . . . . . . . . . . . . . . . . .58

Practicing life-skill reading . . . . . . . . . . . . . . . 28

Identifying main idea . . . . . . . . . . . . . . . . . . . .59

Practicing life-skill reading . . . . . . . . . . . . . . . 29

Identifying main idea . . . . . . . . . . . . . . . . . . . .60

Practicing life-skill reading . . . . . . . . . . . . . . . 30

Identifying main idea . . . . . . . . . . . . . . . . . . . .61

Identifying idioms . . . . . . . . . . . . . . . . . . . . . . 31

Identifying main idea . . . . . . . . . . . . . . . . . . . .62

Identifying similies and metaphors . . . . . . . . 32

Identifying main idea . . . . . . . . . . . . . . . . . . . .63

Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 33

Identifying main idea . . . . . . . . . . . . . . . . . . . .64

Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 34

Identifying main idea . . . . . . . . . . . . . . . . . . . .65

Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 35

Outlining story events . . . . . . . . . . . . . . . . . . .66

Recognizing the 5 W’s . . . . . . . . . . . . . . . . . . . 36

Outlining story events . . . . . . . . . . . . . . . . . . .67

2

Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Analyzing fact/opinion . . . . . . . . . . . . . . . . .104

Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . .69

Analyzing fact/opinion . . . . . . . . . . . . . . . . .105

Making generalizations . . . . . . . . . . . . . . . . . .70

Identifying details . . . . . . . . . . . . . . . . . . . . . .106

Making generalizations . . . . . . . . . . . . . . . . . .71

Identifying details . . . . . . . . . . . . . . . . . . . . . .107

Interpreting a grid . . . . . . . . . . . . . . . . . . . . . .72

Identifying details . . . . . . . . . . . . . . . . . . . . . .108

Interpreting a diagram . . . . . . . . . . . . . . . . . . .73

Identifying details . . . . . . . . . . . . . . . . . . . . . .109

Interpreting a label . . . . . . . . . . . . . . . . . . . . . .74

Understanding author’s view/purpose . . . . . .110

Interpreting a logic matrix . . . . . . . . . . . . . . . .75

Understanding author’s view/purpose . . . . . .111

Interpreting a logic matrix . . . . . . . . . . . . . . . .76

Understanding character’s view . . . . . . . . . . .112

Deleting trivial and redundant information . .77

Understanding character’s view . . . . . . . . . . .113

Deleting trivial and redundant information . .78

Identifying visual clues . . . . . . . . . . . . . . . . . .114

Deleting trivial and redundant information . .79

Identifying word clues . . . . . . . . . . . . . . . . . .115

Deleting trivial and redundant information . .80

Sequencing events . . . . . . . . . . . . . . . . . . . . . .116

Identifying types of stories (story genre) . . . . .81

Sequencing events . . . . . . . . . . . . . . . . . . . . . .117

Identifying types of stories (story genre) . . . . .82

Sequencing events . . . . . . . . . . . . . . . . . . . . . .118

Identifying story genre . . . . . . . . . . . . . . . . . . .83

Identifying tone/mood . . . . . . . . . . . . . . . . . .119

Identifying a topic sentence in text . . . . . . . . .84

Identifying tone/mood . . . . . . . . . . . . . . . . . .120

Identifying supporting text sentences . . . . . . .85

Identifying plot/goal . . . . . . . . . . . . . . . . . . . .121

Identifying supporting text sentences . . . . . . .86

Identifying plot/goal . . . . . . . . . . . . . . . . . . . .122

Identifying supporting details and facts . . . . .87

Reading and writing to inform . . . . . . . . . . .123

Identifying supporting details and facts . . . . .88

Reading and writing to inform . . . . . . . . . . .124

Comparing and contrasting . . . . . . . . . . . . . . .89

Reading and writing to persuade . . . . . . . . . .125

Comparing and contrasting . . . . . . . . . . . . . . .90

Reading and writing to persuade . . . . . . . . . .126

Comparing and contrasting . . . . . . . . . . . . . . .91

Summarizing a plot . . . . . . . . . . . . . . . . . . . .127

Comparing and contrasting . . . . . . . . . . . . . . .92

Summarizing a plot . . . . . . . . . . . . . . . . . . . .128

Comparing and contrasting . . . . . . . . . . . . . . .93

Mapping story events . . . . . . . . . . . . . . . . . . .129

Comparing fact and opinion . . . . . . . . . . . . . .94

Mapping story events . . . . . . . . . . . . . . . . . . .130

Determining cause/effect . . . . . . . . . . . . . . . . .95

Mapping story events . . . . . . . . . . . . . . . . . . .131

Determining cause/effect . . . . . . . . . . . . . . . . .96

Mapping story events . . . . . . . . . . . . . . . . . . .132

Analyzing characters . . . . . . . . . . . . . . . . . . . .97

Mapping story events with 5 w’s . . . . . . . . . .133

Analyzing characters . . . . . . . . . . . . . . . . . . . .98

Mapping characters . . . . . . . . . . . . . . . . . . . .134

Analyzing chronology/perspective . . . . . . . . . .99

Mapping characters using Venn diagram . . .135

Analyzing perspective . . . . . . . . . . . . . . . . . . .100

Mapping timeline . . . . . . . . . . . . . . . . . . . . . .136

Analyzing fact/opinion . . . . . . . . . . . . . . . . .101

Teacher’s Scope & Sequence chart . . . . . . . . .137

Analyzing fact/opinion . . . . . . . . . . . . . . . . .102

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .139

Analyzing fact/opinion . . . . . . . . . . . . . . . . .103

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Teacher Pages just for you! Welcome to Reading Comprehension Skills and Strategies

About this Series This unique series is specially created for you by Saddleback Educational Publishing, as an exciting supplement to reinforce and extend your classroom reading curriculum. Reading Comprehension Skills and Strategies can easily be integrated into basic reading curricula as additional reading lessons: as stand-alone strategy and skill instructional lessons; as across-the-curriculum lessons; or as activities for students with special projects, interests, or abilities. This series is based on the most current research and thought concerning the teaching of reading comprehension. This series not only sharpens traditional reading comprehension skills (main idea, story plot, topic sentence, sequencing, etc.), but it also reinforces the critical reading comprehension strategies that encourage your students to use prior knowledge, experiences, careful thought, and evaluation to help them decide how to practically apply what they know to all reading situations. Traditional comprehension skills recently have been woven into the larger context of strategy instruction. Today, literacy instruction emphasizes learning strategies—those approaches that coordinate the various reading and writing skills and prior knowledge to make sense to the learner. Our goal in this series is to provide you and your students with the most up-to-date reading comprehension support, while teaching basic skills that can be tested and evaluated.

Reading Comprehension Strategies • • • • • • • •

vocabulary knowledge activating prior knowledge pre-reading—previewing and predicting previewing and predicting text mental imaging self-questioning summarizing semantic mapping

Saddleback Educational Publishing promotes the development of the whole child with particular emphasis on combining solid skill instruction with creativity and imagination. This series gives your students a variety of opportunities to apply reading comprehension strategies as they read, while reinforcing basic reading comprehension skills. In addition, we designed this series to help you make an easy transition between levels (grades 6, 7, and 8) in order to reinforce or enhance needed skill development for individual students.

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About this Book Reading Comprehension Skills and Strategies is designed to reinforce and extend the reading skills of your students. The fun, high-interest fiction and non-fiction selections will spark the interest of even your most reluctant reader. The book offers your students a variety of reading opportunities—reading for pleasure, reading to gather information, and reading to perform a task. Characters throughout the book prompt the student to apply one of the strategies to the reading selection and includes a relevant comprehension skill activity.

Choosing Instructional Approaches You can use the pages in this book for independent reinforcement or extension, whole group lessons, pairs, or small cooperative groups rotating through an established reading learning center. You may choose to place the activities in a center and reproduce the answer key for self-checking. To ensure the utmost flexibility, the process for managing this is left entirely up to you because you know what works best in your classroom.

Assessment Assessment and evaluation of student understanding and ability is an ongoing process. A variety of methods and strategies should be used to ensure that the student is being assessed and evaluated in a fair and comprehensive manner. Always keep in mind that the assessment should take into consideration the opportunities the student had to learn the information and practice the skills presented. The strategies for assessment are left for you to determine and are dependent on your students and your particular instructional plan. You will find a Scope & Sequence chart at the back of this book to assist you as you develop your assessment plan.

5

This is a snap! Just think carefully about the magic of words and have fun!

Directions:

Answer each question. Be able to explain the reason for your answer.

1. The four climbers plodded up the side of the mountain. The boreal wind was biting at their faces. Suddenly, one lost his footing and began to slide. Fortunately they were tethered together and were able to avert a catastrophe. a. Were the climbers moving at a slow or quick pace up the mountain? ______________________ What word tells you? _________________________ b. Boreas is a Greek word for the god of the North wind. What describing word means northern? ______________________________ c. What word could replace tethered? _____________________________ d. Did the climbers avoid or cause a catastrophe? ___________________________

2. You may presume that opting for the “super size” at a fast-food restaurant is a good value. That may only be true if you narrow the definition of value to mean more for less money. Consider an alternate view. For a little extra money, you are getting (and consuming) a huge number of extra fat and calories. You may be able to afford the extra money, but can you afford the fat? a. What word means to make a judgment without really thinking about it? _______________________ b. Does the word view mean a scene or an opinion? ________________________ c. What word could replace consuming? ________________________________________________ d. What word means bear the cost or consequences? _____________________________________ e. What consequences might the writer of this passage be warning you of? _________________ ___________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

6

Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Study the words and their meanings. Then write the words that correctly complete each sentence.

1. While eating, a lion will often _______________ to

paws: animal feet pause: brief stop

lick its ______________________. 2. The family lived in a royal ______________ on a

manner: style manor: estate

large ______________________. 3. Our team is ahead because we ____________

one: number 1 won: past of win

___________ more game than the next team. 4. My puppy _____________ shoes, but he always

choose: pick chews: bites

seems to ______________ mine. 5. Her ____________ carried her to the finish of the

feat: accomplishment feet: plural of foot

marathon—quite a _____________! 6. He had to _________ someone to replace him

hire: employ higher: above

because he took a ______________ position. 7. I will ____________ the amount of homework if

lesson: instruction lessen: make less

you give full attention to the ________________. 8. The _________________, where Congress meets, is

capital: a city capitol: a building

located in the nation’s _________________. 9. The ______________ aren’t done yet because I

close: shut clothes: clothing

forgot to _____________ the door of the dryer. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

It’s really fun to change the meaning of words by adding different prefixes and suffixes.

Directions:

Use the clues to help you finish each sentence correctly.

• proved to be false or unbelievable • a structure for transporting water • a reason to move or take action • to brighten or enlighten • a set of names or system of naming • one who is new at doing something • to please, calm, or make peace • someone who watches

1. If luminous means giving off light or brightness, then illuminate means __________________________________________________________________________________ 2. If a spectacle is something to watch, then a spectator is __________________________________________________________________________________ 3. If credible means able to be believed, then discredit means __________________________________________________________________________________ 4. If placid means peaceful and calm, then placate means __________________________________________________________________________________ 5. If nominate means to name, appoint, or identify, then a nomenclature is __________________________________________________________________________________ 6. If an aquarium is a water environment, then an aqueduct is __________________________________________________________________________________ 7. If mobile means capable of moving, then motivation means __________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

The missing word in each passage below is an adjective or adverb ending in -ous. Find the one that makes the most sense and fill it in.

curious glorious

generous furious jealous

perilous suspicious nervous

1. The men knew they were in great danger. It was going to be a ______________________________ journey. 2. Mrs. Michaels was not a wealthy woman, yet she always managed to give a ____________________________ contribution to charity. 3. Anna always disliked her naturally curly hair. She was ________________________ of her friend Misha’s straight hair. 4. The sun shone brightly and there was a cool breeze blowing. It was a _____________________________ day for a picnic. 5. A ball of yarn was missing from Grandma’s knitting basket. When she saw a bit of yellow fuzz in Mr. Paw’s sleeping basket, Grandma became _______________________________ of her cat. 6. Tony was going to visit his dad in Virginia. It would be his first plane ride alone and he was ____________________________. 7. A large envelope arrived for Deanne with no return address. She was __________________________ as to who could have sent it. 8. Yvonne worked hard on her science project. She was _________________________ when she discovered that her baby brother had ruined it.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

The missing word in each passage below is a noun ending in -ment. Find the one that makes the most sense and fill it in.

encouragement

statement

commitment

postponement

fulfillment

retirement

adjournment

detriment

1. We had to move the party to a later date. I was disappointed at the ___________________________________. 2. Mrs. Long had been a teacher for 30 years. She was looking forward to her ___________________________________. 3. The runner finally achieved what he had always wanted. Winning the gold medal was the ____________________________ of all his dreams. 4. Dad had always assured me that I could do it. I appreciated his ___________________________________. 5. The club meeting was over and the leader called for an __________________________________. 6. On the basketball court, being undersized is a ____________________________. 7. I knew that having a paper route meant getting up early and always getting the job done. I was willing to make the ____________________________. 8. When asked if he would run for office again, rather than answering right away, the Mayor prepared a written ___________________________________. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

_____________________

3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Use the clues to help you finish each sentence correctly.

• praise given as a result of an action • to carry or bring in • able to act independently • to leave or empty out • able to use both hands with equal skill • one who is new at doing something • to enact into law • one that resists; enemy

1. If ambivalence means having two opposing feelings, then ambidextrous means ________________________________________________________________________________ 2. If portable means able to be carried, then import means ________________________________________________________________________________ 3. If compliance is the act of fulfilling a requirement, then a compliment is ________________________________________________________________________________ 4. If automatic means able to work on its own, then autonomy means ________________________________________________________________________________ 5. If novel means new or not known before, then a novice is ________________________________________________________________________________ 6. If illegal means against the law, then legislate means ________________________________________________________________________________ 7. If vacant means unoccupied or empty, then evacuate means ________________________________________________________________________________ 8. If adverse means opposed to one’s interest, then adversary means

________________________________________________________________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

11

Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

What do you do many times every day of your life, often without even realizing it? Follow directions! It’s important to keep this skill sharp!

Directions:

Your ability to read and follow directions carefully can be useful in many situations— anything from solving a puzzle to saving your life. Practice with this puzzle.

Comp__ognathus Cave

Stegosaurus Vall__y

Jura__sic Meado__ Gras__y Cl__aring

Fos__il Swamp

Iguanado__ Ridge

Pteranodon ___aterfalls

Dr. Digby found a map of an area where a secret T-Rex skeleton is supposedly buried. Dr. Digby is a pretty good paleontologist, but he’s terrible at directions and worse at cracking codes. He’s hired you to help him find the spot. Here’s how. The missing letter(s) in each place is one of the points on a compass (n, s, e, w). First, fill in the missing letter(s). Then draw a straight line to the place that is in the direction of the letter you filled in. When you are finished, write a message to Dr. Digby telling him where to find the spot to dig for the T-Rex skeleton. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Here’s a puzzle to solve that takes concentration, a little knowledge, and the ability to follow directions. The solution is hidden in the grid. Color the box to indicate coordinates. Remember, to find a coordinate move over, then up. For example, coordinate (8,B) is over 8, then up to B. Good luck!

E D C B A 1

2

3

4

5

6

7

8

9

10

11

1. If penguins are found in the Arctic, color boxes (4,E) and (8,B) green. If penguins are not found in the Arctic, color boxes (1,E) and (10,C) red. 2. If the moon is not a planet, color boxes (3,E) (6,A) and (9,C) red. If the moon is a planet, color boxes (4,A) (8,E) and (9,B) green. 3. If a koala is a bear, color boxes (1,B) (7,C) and (11,D) yellow. If a koala is not a bear, color boxes (2,A) (6,C) (5,E) and (11,E) red. 4. If our atmosphere is mostly oxygen, color boxes (2,E) (8,A) and (4,C) green. If our atmosphere is not mostly oxygen, color boxes (6,E) (9,A) and (11,B) red. 5. If there are 48 states total in the United States, boxes (6,D) (3,B) and (8,D) yellow. If there are not 48 states total in the United States, color boxes (9,E) (2,D) and (5,C) red. 6. If a centimeter is longer than an inch, color boxes (6,B) (1,A) and (10,D) green. If a centimeter is not longer than an inch, color boxes (2,B) (7,E) and (5,A) red. 7. If the earth revolves around the sun, color boxes (10,E) (5,B) (1,D) and (11,A) red. If the earth does not revolve around the sun, color boxes (1,C) and (7,B) yellow. 8. If Egypt is in Africa, color boxes (9,D) (7,A) and (2,C) red. If Egypt is not in Africa, color boxes (8,C) (3,A) and (4,D) green. 9. If the number 1 million has 6 zeros, color boxes (3,D) (11,C) (5,D) and (10,A) red. If the number 1 million does not have 6 zeros, color boxes (3,C) (4,B) and (10,B) yellow. To find out how well you did, what do you see on the grid and in what color? ___________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

13

Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

You can never go wrong “reading between the lines,” if you reread and rethink.

Directions:

Use context clues to figure out the meaning of the bold word. Write it on the line.

1. The restaurant on the dock had a nautical theme. ______________________________________________ 2. That criticism was a crass remark. ______________________________________________ 3. The old tree’s trunk was gnarled. ______________________________________________ 4. I had a hunch that you would show up today. ______________________________________________ 5. We will implement the plan according to schedule. ______________________________________________ 6. I heard the noisy chatter of a magpie. ______________________________________________ 7. Some snakes are oviparous; others give live birth.

• • • • • • • • • • • •

______________________________________________ 8. At last we spotted a pod of whales. ______________________________________________ 9. “I saw it first,” Stan quipped. ______________________________________________ 10. The party put us in a jovial mood. ______________________________________________ 11. The inexpensive jewelry contained faux gems. ______________________________________________

small group twisted and knotty related to ships or sailing egg-producing happy, cheerful rude, insensitive remarked put into effect fake, artificial gut feeling, premonition natural ability, talent a jaylike bird

12. She has an aptitude for solving problems. ______________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

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Directions:

Read the story. Use context clues to figure out the possible meanings of the words in bold. Then write them next to their meanings below.

Today was the day Jamal had dreamed about for most of his 22 years. As he stood in the tunnel waiting for the profound moment when he would first step out on the field, he thought about how he had arrived at this point. He smiled fondly at the mental picture of himself as a nine-year-old in an oversized uniform. He recalled falling intermittently and fumbling the too-big ball. Middle school was better, but still he made mistakes and a few times even cost his team the game. In high school, he toiled long hours to get into top physical shape and then crammed his nose into the books to keep his grades high. It had paid off. He made it into a good college on a football scholarship. Day in and day out, he studied, worked out, and practiced. The scouts took notice of him, and when draft day came he waited nervously through a litany of names until, yes, his was ultimately called. Third-round choice—the fourth running back chosen overall. The summer had been hot and grueling. Not only did he endure the exhaustion of pushing his body to the limits in team practices and his mind into learning dozens of formations in the team’s playbook, but he also took the razzing that veteran players dish out to rookies, and the anxiety of possibly being cut from the team. But, here he was. The first game of the regular season. Just moments ago he had donned his pads and proudly put on his uniform. As the crowd noise swelled, so did his heart. He had made it onto a professional football team.

1. extremely difficult and tiresome: __________________________ 2. reciting of a list: ______________________ 3. finally; at last; in the end: _____________________________ 4. worked hard: ________________________________ 5. teasing; playing pranks on: ______________________________ 6. put on or dressed in: __________________________ 7. rose; grew in size or strength: ___________________________ 8. periodically; from time to time: _________________________ 9. pushed; placed with intensity: _____________________________ 10. people who search for those with particular talents: ___________________________ 11. handling clumsily; dropping; loosing grip: ________________________________ 12. deeply or intensely felt: _____________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Here’s a fun way for you to see how well you use context clues. Solve the puzzle by filling in the term that could take the place of the bold word in each clue. The answers you need (and some you don’t) are in the box. 1 2 3

4

5

6

7 8

9

10

11

HELP BOX

ACROSS 2. The earthquake caused a fissure in the ground’s surface. 4. They were able to salvage usable parts from the old car. 5. We knew from the onset what was coming. 6. The police interrogated all the witnesses. 8. My cat has a peculiar trait—six toes on each foot! 10. He was a shrewd chess player. 11. Wearing a seat belt can help you avert injury.

DOWN 1. Dr. Cha is a scientist of eminence in his field. 2. The unclear directions left me muddled. 3. The animals stayed clear of the lion’s known turf. 7. He could barely utter a word. 9. They began to excavate the site with picks and shovels.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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crack questioned bury odd dig clever distinction muddy save land end avoid confused speak territory silly beginning

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You can never go wrong “reading between the lines,” if you reread and rethink.

Directions:

Finish each sentence with the word that correctly completes it.

1. Cal raised it over his head, then slammed it hard against the nail. Cal was using a

4. Cal and his son watched as the player shot the puck into the net. They were watching

________________________________.

_________________________________.

2. Cal looked at the menu. “What is available for vegetarians?” he asked the waiter. “I don’t eat

5. Cal drives an 18-wheel big rig up and down the interstate, delivering fresh fruits and vegetables. Cal is a

_______________________________.”

_________________________________.

3. Cal took his wife and two children to the park for a baseball game. Cal is

6. Mrs. Rowe had three children—Cal, Jess, and Rose. Mrs. Rowe is John’s mother and Rose is Cal’s

________________________________. _________________________________. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Read each statement and question. Then choose the best answer.

1. Charlie and Nan had to pedal hard to make it up the steep hill. What were they riding? O skateboards O bikes O can’t tell 2. The sweet scents coming from Mrs. Olsen’s kitchen were irresistible.

6. Denise looked at the grade on her math test and grimaced.

What was Mrs. Olsen making?

What kind of grade did Denise get?

O cookies O pies O can’t tell 3. Thousands stood up and cheered when the ball went into the net.

O higher than expected O lower than expected O can’t tell 7. Kevin examined its delicate wings. “I think its injured,” he said.

What sport were they watching?

What was Kevin holding?

O hockey O basketball O can’t tell 4. “Look,” said Tammy, “This little candy bar has 280 calories!”

O a butterfly O a baby bird O can’t tell 8. David beamed when his big sister let him use her new computer game.

What was Tammy looking at?

How did David feel?

O the label on a wrapper O a window advertisement O can’t tell 5. On the way to pick up Dad, Tim asked, “What time does he land?”

O delighted O disappointed O can’t tell 9. Sabrina said, “Lettuce and tomato, but no mayonnaise, please.”

How was Dad arriving?

What was Sabrina buying?

O by train O by plane O can’t tell

O a pizza O a sandwich O can’t tell

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

What do all good readers have in common? They are word-wise! Sharpen your skills with words to increase your reading power.

Directions:

Words with multiple meanings can trip you up. Try your hand with the ones below. Read the various meanings for each word. Write the number of the correct meaning.

stand 1. to place in a vertical position 2. to stay in a specific position or condition; rank 3. an opinion 4. to stay in effect 5. to endure 6. to undertake or perform duty

1. Where does the team stand in the playoffs? #______ 2. She couldn’t stand the screeching noise. #______ 3. Please stand for the flag salute. #______ 4. Dad said his decision will stand. #______ 5. What is your stand on the issue? #______ 6. He will stand guard at the outpost. #______

7. The ladder would hold up to 200 pounds. #______

hold 1. to have or keep in

8. Will the weather hold for the weekend? #______

one’s possession 2. to restrain or limit 3. to support 4. to contain 5. to have in mind, as in an idea 6. to carry on a group action as in a meeting 7. to last or remain 8. to influence 9. part of a ship for storing cargo 10. to temporarily stop

9. The city will hold a meeting about traffic. #______ 10. Will you hold this for me for a minute? #______ 11. The speaker had a hold on the audience. #______ 12. Does this jar hold 16 ounces? #______ 13. The baggage was placed in the hold. #______ 14. The wall did not hold back the water. #______ 15. The soldiers were able to hold the fort. #_____ 16. We put a hold on our mail during vacation. #______ 17. I hold the view that recycling is important. #______ 18. Will the old roof hold in a windstorm? #______ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

You already know an amazing number of words, but you continuously increase your word power by adding new words you encounter to your vocabulary. You may or may not know the words below. Use a dictionary to help you with the ones you don’t know. invoke humane insolent solitude gumption covenant paragon allocate augment remedy journal frugal

What living lizard can grow up to 10 feet long and weigh 300 pounds? To solve the puzzle, find the word above that matches each definition. Then write the word, one letter to a blank. Read the answer under the ★. ★ ___ ___ ___ ___ ___ ___

1. to plead; call forth

___ ___ ___ ___ ___ ___ ___ ___

2. lack of respect

___ ___ ___ ___ ___ ___ ___

3. increase in size, strength

___ ___ ___ ___ ___ ___ ___ ___

4. to assign; allot

___ ___ ___ ___ ___ ___

5. treatment or correction

___ ___ ___ ___ ___ ___ ___

6. model of perfection

___ ___ ___ ___ ___ ___ ___ ___

7. state of being alone

___ ___ ___ ___ ___ ___ ___

8. a daily record

___ ___ ___ ___ ___ ___

9. having sympathy; considerate

___ ___ ___ ___ ___ ___

10. careful in spending

___ ___ ___ ___ ___ ___ ___ ___

11. courage; spirit

___ ___ ___ ___ ___ ___ ___ ___

12. solemn agreement

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

When encountering new words, a good strategy is to use what you already know. Is this word similar to one you are already familiar with? Try this strategy below. Follow the example to see how.

The prisoner was led out in manacles.

by hand

A word like manacles that I already know is manual, which means _______________________. So, manacles probably means

eyeglasses

X

handcuffs/chains

tentacles/arms

1. She was one of the world’s best known contemporary writers. A word like contemporary that I already know is temporary, which means _______________________________________________. So, contemporary probably means

disliked

famous

of modern times

2. The old mariner spoke wisely about the dangers we faced. A word like mariner that I already know is marine, which means _______________________________________________. So, mariner probably means

sailor

miner

watchman

3. The electricity was being generated by hydraulic energy. A word like hydraulic that I already know is hydrant, as in fire hydrant, which means _______________________________________________. So, hydraulic probably means

raised

water-powered

hydrogen-powered

4. The fire chief said the evidence was definitive. A word like definitive that I already know is finite, which means _______________________________________________. So, definitive probably means

clearly stated

final/conclusive

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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questionable

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

A driver relies on signals to navigate the road. As you navigate through reading, watch for signals the author uses to let you know what’s coming.

Directions:

Read each statement, paying special attention to the boldfaced word or phrase. What message is it sending? Choose the best answer.

1. Every year Wes asks for a chocolate cake for his birthday. However, this year... O there’s more detail to come O an opposite idea is coming O these ideas are in order 2. Mrs. Washington assigned the class a report. “You are to include at least three different kinds of sources,” she instructed. “In addition, you must...” O there’s more detail to come O an opposite idea is coming O these ideas are in order 3. Dr. Taylor was silent as he examined my overweight cat. Then he looked at me and said, “Although he appears healthy now, this guy’s weight...” O there’s more detail to come O an opposite idea is coming O these ideas are in order 4. Merideth was obviously excited. She went right to the computer to e-mail Sally. Earlier she had heard the news. Now, she couldn’t wait...

5. You probably imagine bears as slow, lumbering creatures. In contrast, bears can move very quickly for short distances. O there’s more detail to come O an opposite idea is coming O these ideas are in order 6. Tom and Mike had been playing ball in the house against Mom’s rules and broke a vase. They knew they were in trouble and furthermore... O there’s more detail to come O an opposite idea is coming O these ideas are in order 7. Clay was down in the dumps. Art asked him why. “For one thing, I missed getting an A in math by two points. Next, ... O there’s more detail to come O an opposite idea is coming O these ideas are in order

O there’s more detail to come O an opposite idea is coming O these ideas are in order

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Here’s a chance to show your reading detective skills. What signal is the author intending to give by using the words or phrases below? Write each under the category in which it belongs according the descriptions.

is coming! SIGNAL: An Important point

• as a result

____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________

• a key feature • therefore • rather • the main point • however • in summary • yet • noteworthy • in conclusion • like; unlike • most of all • remember

SIGNAL: A comparison is com ing!

______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________

ing! SIGNAL: A conclusion is com

• consequently • but • hence • although • principally

____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________ ____________ ______________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Hey whiz kid! Look it up in the dictionary—good advice if you don’t know the meaning of a word.

Directions:

In the speech bubbles are quotes from Carl’s oral report on the Wright brothers. Use the clues to help you match the meaning of each bold word. Write the letter on the line. The first one is done for you as an example. Use a dictionary if needed.

_____ 1. in secret; out of public view

_____ 5. ran; managed

_____ 2. changes; improvements

_____ 6. money given for a purpose

A 3. mocked; laughed _____

_____ 7. experimented

_____ 4. legal claim, title, or rights

_____ 8. in the air

(B)

(A) When Orville and Wilbur Wright first talked of flying they were scoffed at.

In 1895, the Wright brothers operated a bicycle repair shop and a small plant for manufacturing bicycles.

(C)

The brothers tinkered with ideas from gliders and the new gasoline buggies (cars) that were being developed.

(E)

(D) To avoid ridicule, Orville and Wilbur worked stealthily on their flying machine.

The first real flight took place on December 17, 1903, when the Wright brothers’ plane traveled 260 yards aloft.

(G)

After some setbacks, the brothers were able to get appropriations from Congress to continue their work.

(F) After many moderations, three years later Wilbur took their plane to France, where he made a flight of 52 miles in 92 minutes.

(H)

Eventually, the Wright brothers’ interests were bought out by the Curtiss Company.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Which word belongs in the sentence? Underline it. Then write it in the puzzle. Use a dictionary if needed. 1 2

3

4

5 6 7

8

9

ACROSS 3. When accused, Sandy ____ taking the pencil. (denied / detailed) 5. A bat ____ on its hearing to navigate. (relieves / relies) 7. The sleeping cat was ____ by the loud noise. (startled / started) 8. The king put forth a ____ to the people. (degree / decree)

DOWN 1. The puppy ____ when she hurt her paw. (whispered / whimpered) 2. Lightning ____ the branch from the tree. (several / severed) 4. The boy’s size ____ in comparison to the giant’s. (paled / pulled) 6. The sailors ____ their gear in trunks. (stowe / stole) 9. The old man walked with a ____. (can / cane) Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

A well-known legend is told in poetry form in Henry Wadsworth Longfellow’s “Paul Revere’s Ride.” Below is the first stanza of the poem—with some of the words missing. Use the following terms and meanings to help you complete the lines with the words Longfellow chose (in bold). Use a dictionary if needed.

aloft: up high

alarm: danger warning

shore: water’s edge

shall: will

march: progress toward

folk: people

arm: prepare for defense

signal: notification

An Excerpt from “Paul Revere’s Ride” by Henry Wadsworth Longfellow Listen, my children, and you _____________ hear of the midnight ride of Paul Revere, on the eighteenth of April, in seventy-five; hardly a man is now alive who remembers that famous day and year. He said to his friend, “If the British _____________ by land or by sea from the town tonight hang a lantern ______________ in the belfry arch of the North Church tower as a _______________ light — one, if by land, and two, if by sea; and I on the opposite ______________ will be, ready to ride and spread the _______________ through every Middlesex village and farm, for the country _____________ to be up and to __________. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Use the clues in the passage to help you match each word to its meaning. Write the letter of the correct definition on the line. Use a dictionary if needed.

The Sumatran Rhino Of the five surviving species of rhinoceros, the Sumatran is the smallest. It is about 8-9 feet in length and weighs up to 1,700 pounds. Of its two horns, the front is the more prominent. It can be worn down but will regenerate even if broken. The upper lip is prehensile. This rhino’s facial skin is wrinkled, but the area around the muzzle is unwrinkled due to keratinization. Its body skin is rough and granular with a conspicuous fold behind the shoulders. In the young, coarse bristly hair is plentiful but diminishes with age. The Sumatran rhino is surprisingly agile. It can climb thickly forested mountain sides— too steep for a man. Its poor vision is offset by its keen senses of smell and hearing. It is an elusive creature and is able to survive in rain forest areas practically impenetrable by man and other animals.

_____ 1. conspicuous

a. impossible to pass through, enter, or pierce

_____ 2. keratinization

b. clever or tricky in avoiding or escaping

_____ 3. agile

c. easy to see; readily apparent

_____ 4. impenetrable

d. brushlike; having short stiff hairs

_____ 5. regenerate

e. to form or grow back a lost part

_____ 6. bristly

f. hardening of protein, such as found in hair, skin

_____ 7. elusive

g. able to grasp things

_____ 8. prehensile

h. skillful in movement; quick or keen

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

You read a lot more than books! Think of all the practical things you read every day, such as schedules, calendars, menus, maps, guides, and forms. Directions:

Below is a schedule of activities offered at a local center for the performing arts. Use it to answer the questions below.

City Center for the Performing Arts Sun.

Mon.

Tues.

For tickets or information call 534-3967 or go to www.CityCentPerf.org

Wed.

“The Big River” matinee 2pm

6

“Reading Rainbow” for ages 4-8, 4pm free (different each week)

a Good 8 7 “You’re Man Charlie Brown” 4pm $2 donation

Dance for Wellness, a fundraiser for City Hospital 7pm. $20

2

1

5

Thurs.

Fri. 3

“The Big River” an historical play for the family. 8pm $8 adult, $4 child

“Reading Rainbow” for ages 4-8, 4pm free (different each week)

a Good 10 9 “You’re Man Charlie

Sat. 4

“The Big River”

11

Brown” 4pm $2 donation

13 “Reading

14

15

“Reading Rainbow” for ages 4-8, 4pm free (different each week)

16

17 Los

18

19 Durga Puja

20 “Reading

21

22

“Reading Rainbow” for ages 4-8, 4pm free (different each week)

23

24

25

26

27 “Reading

28

29

“Reading Rainbow” for ages 4-8, 4pm free (different each week)

30

31 Police Dept.’s

12

Rainbow” for ages 4-8, 4pm free (different each week)

song and dance from India 7pm free

Rainbow” for ages 4-8, 4pm free (different each week)

Rainbow” for ages 4-8, 4pm free (different each week)

Cancioneros Master Chorale 7pm $15 adult $5 child

Young Artists Gallery opens. Works on display through Nov. 30

Annual Community Halloween Party 6 pm free

1. For what month is this schedule? ____________________ 2. Does the City Center for the Performing Arts have a Web site? ____________________________ 3. How many different Reading Rainbow presentations could a child attend? _________________ 4. What program is offered as an evening performance or a matinee? _______________________ 5. What can be seen every day beginning on the 25th? ____________________________________ 6. What special event is held every year? _________________________________________________ 7. Why do you think the weekday offerings are at 4 pm? ___________________________________ 8. What would it cost for two adults and one child to see the Master Chorale? ________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

A.

How do you find people and services in your community? The phone book is still a good source. For Part 1, the phone book shown represents a combination of the white and yellow pages. Use it to answer the questions. For Part 2, use your real phone book.

To what section would you go to first to find .... 1. the phone number of a friend? _____ 2. the poison control center? _____

Section 1: Customer and Emergency Information

3. the location of a bank branch? _____ 4. a listing of stores that sell camping equipment? _____

Section 2: Government Listings

5. your city recreation and parks department? _____ 6. the number of your state senator? _____

Section 3: White Pages/Residences

7. someone to board your pets? ______ 8. a driving instruction school? _____

Section 4: Yellow Pages/Businesses

9. the address of someone you know? ______ 10. how to get information about your phone bill? _____

B.

Find the following in your phone book. 1. the name of a bicycle repair shop near you: __________________________________________ 2. the number to call to report a problem with the telephone line: ________________________ 3. the location of an Italian restaurant near you: _________________________________________ 4. the number of a place you could rent a musical instrument: ____________________________ 5. the address and phone number of a dentist: __________________________________________ 6. the non-emergency number of your police department: _______________________________ 7. the number to call for information on an airline’s arrivals: ______________________________ 8. the location of a movie theater near you: ____________________________________________ 9. the phone number of your public library: ____________________________________________ 10. the name of a local veterinarian: ____________________________________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

The approximate time zones are shown on the map of continental U.S. below. Use the map to answer the questions.

PACIFIC STANDARD TIME 9:00 AM Seattle, Washington

MOUNTAIN STANDARD TIME 10:00 AM

CENTRAL STANDARD TIME 11:00 AM

EASTERN STANDARD TIME 12 NOON

Chicago, Illinois

Denver, Colorado

Washington, D.C.

Los Angeles, California Dallas, Texas

Miami, Florida 1. Do time zone boundaries coincide with state boundaries? ________________________________ 2. When it is 11 am in Texas, what time is it in Illinois? _____________________________________ 3. It is 9 pm and dark in Washington, D.C. Where is it 6 pm and still light out? _______________________________________ ___________________________________________ 4. Name a state that is completely in the Mountain time zone. _____________________________ 5. Name a state that is partly in the Eastern and partly in the Central time zone. ______________ 6. Alaska and Hawaii are not shown on this map. Honolulu, Hawaii, is two time zones west of Los Angeles. If it is 9 am in Los Angeles, what time is it in Honolulu? ______________________ 7. As you travel from west to east, does it get later or earlier? _______________________________ 8. A plane flight leaves Miami at noon headed for Los Angeles. The flight takes five hours. What time will it be in Los Angeles when the flight arrives? _______________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Let me give it to you straight from the horse’s mouth— an idiom is an expression that means something other than what the words really say. You dig?

Directions:

Each passage below contains an idiom. Underline it. Then imagine that you have to explain to a little kid what was really meant. Write your explanation on the lines.

1. On her way home from school, Cassandra saw that someone had thrown trash on the sidewalk. “Littering drives me up the wall,” she mumbled to herself. ___________________________________________________________________________________ 2. Jack tried out for the team, but when the results were posted his name did not appear on the list. It was a bitter pill to swallow. ___________________________________________________________________________________ 3. Melanie was studying for her science test. After an hour her head was swimming with facts. “I hope I remember all this,” she thought as she turned out the light. ___________________________________________________________________________________ 4. Jeff’s older brother Jim doesn’t usually mind when Jeff wants to hang out in his room or play video games with him. But when Jim has friends over, that’s a horse of a different color. ___________________________________________________________________________________ 5. At dinner, Mom asked Dad how his first day at his new job went. “It’s all new to me,” he said. “I obviously need some time to get my feet wet.” ___________________________________________________________________________________ 6. Rachel had been looking forward all week to spending the weekend with her dad. When he called on Thursday night to say he couldn’t make it, her heart sank. ___________________________________________________________________________________ 7. Brent answered the phone. It was for his brother, Andy. When Andy picked up the phone and found out it was Ellen, he suddenly got tongue-tied. ___________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Similes and metaphors are expressions used to make writing more colorful and interesting. First, study the meanings of these terms and the examples given. Next, identify each bold expression as a simile or metaphor. Finally, write its meaning.

Metaphor An expressio n that direct ly compares substituting by one thing for another. Examples: Th ey were

Simile s one e r a p m o c t a n th An expressio ke or as. li g in s u r e h t thing to ano ran like the wind.

busy beavers . She had hair of gold.

e Examples: H n old shoe. a s a le b ta r fo It was as com

1. Mom says my room is a pig sty.

O simile

O metaphor

_____________________________________________________________________________ 2. The friends were two peas in a pod.

O simile

O metaphor

_____________________________________________________________________________ 3. Arthur sat like a bump on a log.

O simile

O metaphor

_____________________________________________________________________________ 4. From age four, she swam like a fish.

O simile

O metaphor

_____________________________________________________________________________ 5. When I woke up, my throat felt like sandpaper.

O simile

O metaphor

_____________________________________________________________________________ 6. We entered the room as quiet as mice.

O simile

O metaphor

_____________________________________________________________________________ 7. Tonight I have a mountain of homework.

O simile

O metaphor

_____________________________________________________________________________ 8. Pillows of cotton drifted across the sky.

O simile

O metaphor

_____________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Be smart—always ask yourself who, what, where, when, why.

Directions:

Read the passage and answer the questions.

Nutty Trivia For centuries hand ground peanuts were made into a paste and eaten by the Peruvian Indians and African tribes. Ambrose Staub, a St. Louis doctor, invented a peanut mill in 1903 to make butter for elderly patients with weak teeth. Eventually, the idea caught on and these days peanut butter is a popular and nutritious staple in the American diet. However, no one is quite certain who the first person was to combine peanut butter with jelly to make the now famous peanut butter and jelly sandwich.

1. Who invented the peanut mill. __________________________________ 2. What did the Peruvian Indians make ground peanuts into? __________________________________ 3. Where did Ambrose Staub practice medicine? __________________________________ 4. When was jelly added to peanut butter to make a sandwich? __________________________________ __________________________________ 5. What type of patients did Dr. Staub care for?__________________________ 6. Why did Dr. Staub’s patients need peanut butter? ____________________ __________________________________ 7. When was the peanut mill invented? __________________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Fill in the bubble of the correct answer.

Tracking Time How was a year defined in Prehistoric times? No one knows for sure, but it is thought that people might have used monuments, such as Stonehenge in England, to track the sun’s position in the sky in order to measure the length of a year. The early Romans created a calendar based on the cycles of the moon. However, when Julius Caesar became Emperor of Rome around 45 B.C., he introduced the Julian calendar. This calendar marked time by measuring the Earth’s revolution around the sun. A few centuries later, Pope Gregory XIII appointed a team of learned men to help make the Julian calendar more accurate. It became known as the Gregorian calendar, and it is the system we still use today to chart the passage of a year.

1. Who introduced the Julian calendar? O Pope Gregory XIII

O Julius Caesar

O prehistoric people

2. What might monuments like Stonehenge have been used for? O to track the moon

O to track the Earth

O to track the sun

3. Why did Pope Gregory XIII appoint a team of men to revise the calendar? O He didn’t like Caesar

O no reason

O for accuracy

4. When did we stop using the Gregorian calendar? O in prehistoric times

O in 45 B.C.

O We still use it today.

O in England

O in the U.S.A.

5. Where is Stonehenge located? O in Rome

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Below, the answers are given. Read the story. Supply the questions.

The Gettysburg Address The Gettysburg Address is a very famous speech given by the 16th president of the United States, Abraham Lincoln. On November 19, 1863, he gave this speech in dedication of the Gettysburg National Cemetery in Pennsylvania, where countless Civil War soldiers lay buried. President Lincoln was not the featured speaker for the event. He was only to say a few appropriate remarks after the featured orator, Edward Everett, gave what turned out to be a two-hour speech. When it was his turn to address the assembled, President Lincoln rose to deliver the now-famous speech. It lasted less than three minutes, was only ten sentences long, and was received with only faint applause at the time. However, it became one of the more well-known orations in American history.

1. Who: ___________________________________________________________________________ A: Abraham Lincoln, the 16th president of the United States 2. What: __________________________________________________________________________ A: The Gettysburg Address 3. When: ___________________________________________________________________________ A: November 19, 1863 4. Why: ___________________________________________________________________________ A: To dedicate the Gettysburg National Cemetery 5. Where: __________________________________________________________________________ A: The cemetery was located in Gettysburg, Pennsylvania. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Read the questions below. Keep them in mind as you read the story. Then go back and answer them.

1. Who was King Thutmose I? ________________________________________________________ 2. What does pharaoh mean? _________________________________________________________ 3. Where is Hatshepsut shown wearing a beard? ________________________________________ 4. When did Hatshepsut rule Egypt? ___________________________________________________ 5. Why did she build her temple? ______________________________________________________ __________________________________________________________________________________

Queen Hatshepsut, Pharaoh of Egypt At the foot of tall cliffs on the west bank of the Nile river, near the Valley of the Kings in Egypt, stands a great temple. This temple was built in honor of Queen Hatshepsut who was the ruler of Egypt from 1512 to possibly 1482 B.C. When her father, King Thutmose I, died, she and her brother ascended the throne. Shortly afterward, her brother died, leaving Hatshepsut to rule the land alone. Even though she was a woman, she had herself crowned as pharaoh, the Egyptian title meaning king or emperor. Ancient paintings show her wearing a false beard, a symbol for wisdom, only worn by pharaohs. She wore masculine clothing and the crown of the pharaoh, too. Hatshepsut was a very able ruler and spent much of her reign concentrating on commercial enterprises and trades with other lands, as well as building beautiful temples and buildings. She built the temple on the Nile as a place for her body to rest when she died. She made sure it was an elaborate structure so that people would remember her as a pharaoh in her own right. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Eye is to see as ear is to hear. This kind of comparison is called an analogy. An analogy shows how things are related. (It’s a skill commonly found on standardized tests!)

Directions:

An analogy always has two pairs of words. The second pair of words must be related in the same way as the first pair. Test your analogy skills below.

EXAMPLE: broom is to sweep as cloth is to ______________. O table

O wipe

O dirt

The correct answer is wipe because sweep describes a broom’s action, therefore wipe describes a cloth’s action.

1. hair is to trim as

6.

cat is to pet as

grass is to ______________.

red is to ______________.

O green

O rose

O grow

O mow

2. bear is to den as

7.

O blue

O color

dirt is to mound as

bee is to ______________.

sand is to ______________.

O hive

O castle

O sting

O honey

3. illustrator is to draw as

8.

O dune

O beach

cars are to roads as

author is to ______________.

planes are to ______________.

O write

O sky

O book

O read

4. orange is to peel as

9.

egg is to ______________. O chicken

O yolk

O shell

slither is to snake as

O trot

10.

man is to ______________. O uncle

O jets

gallop is to ______________.

5. woman is to aunt as

O father

O fly

O shed

O horse

clean is to dirty as

neat is to ______________. O brother

O closet

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O clothes

O messy

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Directions:

To solve this puzzle you complete analogies. Think about how the first pair of words is related. The answer will be a word that goes with the second pair that is related in the same way. Hint: More than one word may fit the analogy but not the puzzle!

1

2

3

4

5 6 7

8

9

10 11 12

DOWN

ACROSS 1. eat is to hungry as drink is to _______.

1. cherry is to fruit as hammer is to _______.

3. bathroom is to tub as kitchen is to _______.

2. false is to true as no is to _______.

5. fish is to fin as seal is to _______.

4. keys are to piano as strings are to _______.

7. hard is to rock as soft is to _______.

5. clap is to hands as run is to _______.

10. milk is to pudding as flour is to _______.

6. racquet is to tennis as stick is to _______.

11. bottle is to cap as jar is to _______.

8. rhinos are to horns as deer are to _______.

12. problem is to solution as question is to _______.

9. robin is to bird as dog is to _______.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Here’s a trick—putting what you read into a category helps you keep the information organized.

Directions:

Below is a list of stores and services available in a typical community. Answer each question with the best place to find what you are looking for.

Community Service veterinarian

1. Where could you find a special cake for a graduation party?

department store

_________________________________

pharmacy optometrist party store bakery auto parts store physician gas station office supply store florist

2. Where could you get a doctor’s prescription filled? _________________________________ 3. Where could you take your puppy for a vaccination? _________________________________ 4. Where could you shop for kitchen appliances? _________________________________

pet supply store 5. Where could you get a bouquet for Mother’s Day? _________________________________ 6. Where could you get a replacement carburetor? _________________________________ 7. Where could you get an eye exam and be fitted for glasses? _________________________________ 8. Where could you go to put air in your bicycle’s tires? _________________________________ 9. Where could you buy a cartridge for your printer? _________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

A

B

C

You have been asked to find information in an encyclopedia on each topic. Write the volume you would go to first and why.

D E-F G

H I-J K-L M N O

P

Q

R

S T-U V W X-Z

Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol. Vol.

1

2

3

4

5

6

7

8

9 10 11 12 13 14 15 16 17 18 19 20

1. The inventions of Benjamin Franklin

Vol. ______ because

______________________________________________________________.

2. Animals of the desert southwest

Vol. ______ because

______________________________________________________________.

3. History of the Civil War

Vol. ______ because

______________________________________________________________.

4. Rainforests of Brazil’s Amazon Basin

Vol. ______ because

______________________________________________________________.

5. The systems of the human body

Vol. ______ because

______________________________________________________________.

6. Migration patterns of whales

Vol. ______ because

_____________________________________________________________.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Read each list of words. Decide how they are related. Answer the question.

What Doesn’t Belong (Use the Clues)

1. shoelaces, ribbon, sequins, buttons, zipper, snaps Which does not belong with the rest? ________________________ Why not? _______________________________________________________________________________ 2. modern, ballroom, hula, tap, square, round, ballet, jazz Which does not belong with the rest? ________________________ Why not? _______________________________________________________________________________ 3. horse, whale, shark, bear, antelope, mouse, person, elephant Which does not belong with the rest? ________________________ Why not? _______________________________________________________________________________ 4. 3,705 4,702 609 42,803

2,645 75,206

504

Which does not belong with the rest? ________________________ Why not? _______________________________________________________________________________ 5. maple, apple, oak, cactus, palm, lemon, willow Which does not belong with the rest? ________________________ Why not? _______________________________________________________________________________ 6. brown, blue, blonde, white, black, auburn, gray Which does not belong with the rest? ________________________ Why not? _______________________________________________________________________________ 7. kitten, adult, pup, kid, cub, cygnet, gosling Which does not belong with the rest? ________________________ Why not? _______________________________________________________________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Each passage below is the beginning of a paragraph. Decide which purpose the author probably had in mind when he or she wrote it. Write one of the boldfaced words below.

All communication is done with a purpose in mind. A passage you read may have been written for one of these reasons:

• to describe something • to inform or share knowledge • to summarize or explain

• to instruct or give directions • to persuade or convince • to entertain or amuse

1. I don’t know how or why, but I think I have the biggest cat in the world. His name is Rex but I’m thinking of changing it to T-Rex. ______________________________________________ 2. Year-round school, with its several short breaks throughout the year, is better than the traditional summer-off schedule. ______________________________________________ 3. Have you read Miss Nelson Is Missing by James Marshall? It is the hilarious story of a teacher with an unruly class, who teaches them to behave by disguising herself as a mean substitute named Miss Viola Swamp. ______________________________________________ 4. Making marshmallow rice treats can be fun, but messy. First you will need to gather all the ingredients. ______________________________________________ 5. On Saturday, May 28, our school will be having its annual field day. There will be lots of food, games, and field events in which children of all ages can participate. ______________________________________________ 6. I sat at the back of the rowboat and gazed at the orange glow of the warm sun as it set over the water that was lapping lazily at my feet. ______________________________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Signal words can give you a hint about when events take place. Pay attention to them as you read.

Directions:

Read each passage. Look for signals. Then, choose the correct time: past, present, or future.

4. Thousands stood up and cheered when the ball went into the net. Jose had scored the first winning goal in the 21st century.

1. When dinosaurs ruled the land, the world looked very different from how it looks today. Where there are now dry plains, there were once fern-filled forests.

The passage is about events in the

The passage is about events in the

O past O present O future

O past O present O future

2. When we reached Saturn everyone was relieved. Our spaceship had had some technical difficulty as we navigated through the meteor shower.

5. My family and I live in North America. We are members of the Sioux tribe and live in a teepee. The passage is about events in the

The passage is about events in the

O past O present O future

O past O present O future

3. I am a nutritionist at the city zoo. This year, I am teaching visiting groups about what it takes to feed a zoo population. I have to plan meals for approximately 7,000 animals each day.

6. Can you believe it? Grandpa told me that when he was a boy he did not have a computer, TV, cell phone, boom box, etc. Amazing! The passage is about events in the O past O present O future

The passage is about events in the O past O present O future

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Think about what might happen next in each situation. Write one of your ideas.

What Next?/Then...

1. Mom rolled the shopping cart out of the grocery store and into the parking lot. Suddenly she realized she had forgotten where she parked. ____________________________ _________________________________________________________________________________.

2. Adam forgot that he was adding water to the pool. He went back outside and saw that the pool was overflowing. __________________________________________________ _________________________________________________________________________________.

3. Dad was on the riding mower. When he finished cutting the grass, he realized he did not have the garage door opener. ____________________________________________ __________________________________________________________________________________.

4. Pamela got ready for dance class and raced to the dance studio. When she got there the dance studio door was locked. _____________________________________________ _________________________________________________________________________________.

5. Michael and Sabrina were close friends. Then, Michael met Sara and starting hanging out exclusively with Sara. __________________________________________________ _________________________________________________________________________________.

6. Lori cooked an egg in the microwave. However, she programmed the microwave for 10 minutes! ___________________________________________________________________ _________________________________________________________________________________.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Do you read first and ask questions later? A better strategy is to ask questions before you read. Then read to find the answers.

Directions:

The story below is about the original Bill of Rights. Read the questions first. Next, read the story to find the answers. Finally, go back and answer the questions.

1. What is the Bill of Rights? _____________________________________________________________ 2. Why was the Bill of Rights a priority for the new government? _____________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. How long did it take from the proposal to the ratification? ________________________________ 4. How many of the proposed amendments were finally accepted? ___________________________ 5. What was the main intent of the Bill of Rights? ___________________________________________ _____________________________________________________________________________________ 6. How was the American version of the Bill of Rights different from the English version? _________ _____________________________________________________________________________________ _____________________________________________________________________________________

On April 30, 1789, the first president of the United States took office. For the newly independent country, a pressing order of business was to pass into law a set of amendments to the Constitution. This was important because several states had only agreed to adopting the Constitution if a specific Bill of Rights was added. Led by Madison, a list of 12 amendments were proposed for ratification on September 25, 1789. Ten of the twelve were ratified and in force on December 15, 1791. These ten amendments are known as the Bill of Rights. The main intent of the Bill of Rights was to guarantee freedoms not specifically addressed in the Constitution. Unlike similar provisions in the English version, in which Parliament could repeal a right, the American Bill of Rights could only be repealed through the states. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Formulating questions not only helps you focus on your purpose for reading, it can also improve your overall comprehension. Choose your favorite book. Then practice formulating questions about it. Write your questions on the lines.

1. Write three questions you would ask the main character (about the events of the story, his/her feelings at different times, his/her view of other characters, ...) Q. _________________________________________________________________________________ _________________________________________________________________________________ Q. _________________________________________________________________________________ _________________________________________________________________________________ Q. _________________________________________________________________________________ _________________________________________________________________________________ 2. Write three questions you would ask the supporting characters (about the events of the story, their feelings at different times, their view of other characters, ...) Q. _________________________________________________________________________________ _________________________________________________________________________________ Q. _________________________________________________________________________________ _________________________________________________________________________________ Q. _________________________________________________________________________________ _________________________________________________________________________________ 3. Write three questions you would ask the author, (about writing the story, his/her views of characters or events, where he/she got his/her ideas, ...) Q. _________________________________________________________________________________ _________________________________________________________________________________ Q. _________________________________________________________________________________ _________________________________________________________________________________ Q. _________________________________________________________________________________ _________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Always reread and ask yourself questions until you have enough information to predict an outcome.

Directions:

Read the statements and answer the questions.

1. Dad said cleaning the garage would take “a month of Sundays.” How long would that really be? ______________________________ 2. In 2001, Leslie celebrated her eleventh birthday. In what year was Leslie born? ______________________________ 3. With the signing of the Declaration of Independence in 1776, the country of the United States was formed. About how old is the nation? ______________________________ 4. Mom got a notice announcing her 20th high school reunion. When did Mom graduate from high school? __________________________ 5. There was work to be done. The crops were ready to harvest. What time of year is it? ______________________________ 6. Grandpa was 27 when Dad was born, Dad was 27 when I was born, and I am 10. How old is Grandpa? ______________________________ 7. The music was composed in the mid 19th century. About what year was it? ______________________________ 8. Sam drove two hours on the freeway, averaging about 60 mph. About how many miles did he cover? ______________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Read the passage. Then, answer the questions.

A Visit to the Commissary One warm day in late May, 43 students, two teachers, and six parents boarded the school bus for a trip to the National Zoo in Washington, D.C. In less than an hour they arrived. The group had been studying nutrition and were about to learn what it takes to feed a zoo. The zoo nutritionist was waiting for them when they arrived. Before they went to see any animals, they got to take a peek at the area where food is ordered, received, and sorted. The nutritionist pointed out that feeding about 7,000 animals is quite a feat. “You’d be amazed,” she said. “For example, a single gray seal eats about 25 pounds of fish a day. Four big cats consume more than 450 pounds of meat each week. And, believe it or not, we order crickets from a cricket farm—some 38,000 at a time.” The children were amazed as the nutritionist told them even more about the menu of incredible proportions. Later, as the children walked around and observed the animals, they saw them in a different light. In fact, they would never think of the zoo again without imagining the tons of food it takes to feed its residents.

1. What best describes a commissary? O a storage area

O a kitchen

O an area set aside for animals

2. Was the zoo nutritionist a man or a woman? O man

O woman

O story doesn’t say

3. The school was within driving distance of Washington, D.C. O true

O false

O can’t tell

4. Why was the nutritionist waiting for them? O The nutritionist greets everyone.

O The meeting was prearranged.

5. For what animals does the zoo need to order crickets? O lions & tigers

O gray seals

O story doesn’t say

6. What does “in a different light” mean? O brighter

O in a new way

O stranger than before

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Read the passage. Then, answer the questions.

The Olmec When archaeologists slashed through the jungles of Central America, they uncovered one of the oldest and most baffling civilizations on the continent—the Olmec. Around 1200 B.C. this advanced culture was able to clear incredibly dense jungle to raise crops. Bountiful harvests supplied a surplus of food, which enabled some of the people to devote their attention to other matters. The Olmec constructed cities, formed a government, and became skilled artists and sculptors. They developed a calendar, a counting system, and a form of hieroglyphic writing—all of which would influence the later civilizations of the region. The Olmec culture thrived for about 1,000 years, yet much of who they were and how they lived is still shrouded in mystery.

1. Are the jungles of Central America thin or thick? _________________________ Which word tells you so? _________________________ 2. Do we fully understand the Olmec civilization? _________________________ Which word tells you so? _________________________ 3. Did the Olmec have plenty or not enough food? _________________________ Which word tells you so? _________________________ 4. Was the Olmec writing in letters or pictures? _________________________ Which word tells you so? _________________________ 5. Did the Olmec have an effect on future cultures? _________________________ Which word tells you so? _________________________ 6. Do we know much or little about the Olmec? _________________________ Which word tells you so? _________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

An expression (or idiom) is a phrase that means something other than what the words say. Use the clues in each passage below to figure out and describe each person below. Then write the meaning of the bold phrase.

1. When Ms. Jones called on Sue to answer, she didn’t know because her head was in the clouds. _________________________________________________________________________________ 2. Suddenly, out of the blue, the correct answer popped into Sandra’s head. _________________________________________________________________________________ 3. The fact that Grandma, Mom, and I are all good at art proves that the fruit doesn’t fall far from the tree. _________________________________________________________________________________ 4. Mario’s responsible behavior and attitude show that he has his feet planted firmly in the ground. _________________________________________________________________________________ 5. Don’t bother waiting for Abby to call you back—it could be a month of Sundays. _________________________________________________________________________________ 6. Kelly tried to explain why she had missed the last three meetings, but her story was full of holes. _________________________________________________________________________________ 7. Leo was walking on air when he heard that he had won a ribbon in the science fair. _________________________________________________________________________________ 8. It didn’t make a hill of beans difference to Britt that she had never ridden a horse before. She was willing to try. _________________________________________________________________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Make mental images as you read. It will help you get the full picture.

Directions:

Read the passage. Then, answer the questions.

The Snowy Owl Among North American birds, the snowy owl ranks first in size. It can reach 27 inches in length and have a wingspan of 5 feet. The snowy owl is light for its size— about four pounds. It is easily distinguished from other large owls within its habitat by its predominately white plumage. The adult has few natural enemies, but eggs and juveniles are in danger from Arctic foxes and husky dogs. Owls depend on their keen sense of hearing and the efficiency of their sight, which is designed to work well in the dark. Unlike most other owls that primarily hunt at night, the snowy owl is diurnal, making it wellsuited to survive in the far north where it can be continuously light or dark around the clock. These owls mainly feed on lemmings, voles, and rabbits but are known to eat other birds and fish as well. The snowy owl can fly long distances carrying an animal weighing far more than itself. 1. Where is the snowy owl’s habitat? ____________________________________________________ How can you tell?__________________________________________________________________ 2. What color plumage do other owls of the region have?__________________________________ How can you tell? __________________________________________________________________ 3. Does the snowy owl hunt during the day, at night, or both? _____________________________ What word tells you? _______________________________________________________________ 4. Is the snowy owl a carnivore or herbivore? ____________________________________________ How can you tell? __________________________________________________________________ 5. Could the snowy owl carry off a rabbit weighing five pounds? ___________________________ How do you know? _________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

The Word Box contains words that express specific feelings. Find the one that correctly completes the sentence. Fill it in the puzzle.

How Do You Feel?

2

1

3 4

5 6 7

8

10

9

11

12

ACROSS

Word Box relieved inspired mad delighted confident concerned disgusted serious bored confused nervous exhausted

5. You are about to get a tooth pulled. You are ____. 7. You just won an award. You are____. 8. You stepped on a worm. You are _____. 10. Your friend told a lie about you. You are____. 11. Your mom is late picking you up. You are___. 12. You stayed up late studying. You are ___.

DOWN 1. You know you can do something well. You are _____. 2. You have nothing to do. You are_____. 3. You are motivated to do something. You are _____. 4. You don’t understand how to do something. You are____. 6. You don’t have to do something you dreaded. You are___. 9. You make a solemn promise. You are ___. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

The story does not directly give answers to these questions. What do you think?

Pueblo Village The Pueblo lived in what is now Arizona and New Mexico long before the Spanish arrived. Their homes are made of adobe, a sun-dried brick. Sometimes many dwellings were built together, side-by-side and stacked, housing hundreds of people. When you look at pictures of a Pueblo village, does something strike you as odd? These Native Americans built their dwellings without doors—at least the type usually seen—an entrance at ground level. The “door” to a Pueblo home is typically an opening in the roof. Wooden ladders were used to scale the buildings.

1. The word Pueblo is used as a noun and an adjective. What does the noun mean? ___________________________________________________________________________________ 2. Explain the meaning of each of these words as used in the story: strike: ______________________________________________________________________________ scale: ______________________________________________________________________________ 3. Adobe was defined as “sun-dried brick.” What do you think these bricks are made of? ___________________________________________________________________________________ 4. For what reason do you think the Pueblo put their “doors” on the roof? ___________________________________________________________________________________ 5. What do you think was done with the ladders when all were inside? ___________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Use the clues in each description to identify the object. Then draw and label it.

1. It is a wooden or metal structure with padding on top. It is used to help support you as you walk if you have an injured leg or foot.

2. It is a special kind of hat. It may be made of silver or gold with other gems as decoration. It is worn by royalty.

3. It is a machine that picks up waves through the air and turns them into sounds. You can tune it to pick up the sound source you want.

4. It is a container for holding water or other liquids to drink. It is usually made of metal or plastic enclosed in a cloth cover. It has a strap for carrying it along with you. 5. It is a piece of cloth worn over the clothing to protect them from dirt or spills. It may be worn by a cook or other person who works with potentially messy materials. 6. It is a hand-held machine with buttons that show numbers and mathematical symbols. It is used to add, subtract, and perform other operations with numbers.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Good readers get a jump on what they are about to read by previewing and predicting Table of Contents, headings, and captions. Give it a try!

Directions:

A table of contents can help you preview and predict what the book is about. Use the table of contents below to answer the questions.

Table of Contents Chapter 1: Early Explorers-Sea

Chapter 2: Early Explorers-Land

Pre-1500

Pre-1500

Marco Polo (Asia) . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Lief Eriksson (Greenland) . . . . . . . . . . . . . . . . . . . . . . . . .6 Christopher Columbus (W. Indies) . . . . . . . . . . . .7-10 1500-1600 Vasco de Balboa (Panama) . . . . . . . . . . . . . . . . . . .17 Bartolomeu Dias (Cape of Good Hope) . . . . . . . .11 Hernando Cortez (Mexico) . . . . . . . . . . . . . . . . . . .18 John Cabot (Canadian coast) . . . . . . . . . . . . . . . . . . . .12 Juan Ponce de León (Florida) . . . . . . . . . . . . . . . .19 1500-1600 Sebastian Cabot (S. Am. Coast) . . . . . . . . . . . . . . . . . .13 1600-1700 Marquette & Joliet (N. Mississippi basin) . . . . . .20 Ferdinand Magellan (World circumnavigation) . .14 Samuel de Champlain (E. Coast N. America) . .21 1600-1700 Sieur Duluth (Lake Superior region) . . . . . . . . . . . .22 William Dampier (Australia, S. Pacific) . . . . . . . . . .15

1. In what chapter would you find information about inland explorers? _______________ 2. What pages offer information about Columbus’ voyages? __________________ 3. Do these chapters cover exploration prior to 1500? _______________ 4. The Cape of Good Hope is at the southern tip of Africa. Who sailed around it? _______________ 5. Balboa discovered the Pacific Ocean. Was this before or after John Cabot’s time? _____________ 6. Magellan circumnavigated the world. What does that mean? _______________________________ 7. According to this book, what constitutes “early” exploration? ______________________________ 8. These chapters do not mention polar exploration. Why do you think that is so? ____________________________________________________________________________________ 9. What type of book is this table of contents likely to be from? ______________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Imagine this is a page from a book you are flipping through. Answer the questions about what you can predict from just reading the captions and headings.

1. What is the subject of the page? _______________________________ 2. What is one way you can tell a crocodile from an alligator? The Nile Crocodile is the largest reptile in Africa Physical Characteristics xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx.

_______________________________ 3. On what continent is the Nile River? _______________________________ 4. What does a crocodile eat?

Habitat xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx.

_______________________________ 5. What type of animal is a crocodile?

Behavior—A Fearsome Carnivore xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx.

The Human Factor xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx.

6. Will this page give a description of a Nile crocodile’s size?

A noticeable difference is the teeth

_______________________________ 7. Will this page tell you about the habits of the American alligator?

Nile Crocodile

_______________________________ 8. Do Nile crocodiles ever encounter humans?

Related Species xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx. xxxxxx xxxxxxx xxxxx xxxx xxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxx xxx xxxxxx. xxxxxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxxxxxx x xxxxxxxxxxx. xxxxxxxxx xxx x xxxx xxxx xxxx xxxxx. xxxxx x xxxx xxx xxxxxxx. xxxxxx xx xxxxxx xxxx.x

_______________________________

American Alligator

_______________________________ 9. Will this page tell you what other animals are similar to the crocodile? _______________________________

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Directions:

Pictures, tables, graphs, and other visual graphics used to help illustrate text can be a very valuable aid in previewing and predicting what you are going to read. Imagine that this graphic appeared with an article on rivers. Answer the questions about what you can determine just from the picture.

Each line represents 100 miles in length 1,000

2,000

4,000

3,000

AMAZON (South America) CONGO (Africa) VOLGA (Europe) NILE (Egypt) MISSISSIPPI (U.S.) COLORADO (U.S.)

1. Is this a picture, table, or graph? _______________________ 2. Of the rivers shown, which is the shortest? ____________________________ 3. What river is greater than 2,500 miles long but less than 3,000 miles? ______________________ 4. Is the Mississippi longer or shorter than the Colorado? ______________________________ 5. What is the only European river mentioned? ________________________________ 6. What two rivers are only a few hundred feet different in length? _______________________________________________________ 7. The U.S. is about 3,000 miles across. What two rivers are longer than the U.S. is wide? _______________________________________________________ Predict what the accompanying article will likely cover or not cover. Write yes or no next to each: 8. ______ The article will compare lengths of the world’s longest rivers. 9. ______ The article will talk about the rivers’ direction of flow (north-south; east-west). 10. ______ The article will talk about other rivers, such as the Missouri. 11. ______ The article will talk only about rivers in the United States. 12. ______ The article will give the location and description of the rivers shown. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Add up all the supporting details and get the main idea.

Directions:

Read the story and underline the main idea. Then, answer the questions YES or NO.

Samuel F. B. Morse 1. Was Morse Code named after its inventor?

Samuel F. B. Morse is instantly recognized as the inventor of Morse Code—a widely used system of dots and dashes transmitted over wire. His device, the telegraph, eventually made him wealthy and famous. Though Morse is considered a successful inventor, his success was preceded by some very lean years. Morse began not as an inventor but as a painter. Although recognized as talented, he did not make much money at his craft. While on a ship homeward bound from Europe, the almost penniless Morse became fascinated with the idea of sending messages across wires. He took a job as an art teacher and used the little money he made to work on his idea. In 1844, after 12 years of work, he finally succeeded in impressing the world with his invention.

_____________________________ 2. Did Samuel Morse come from a wealthy background? _____________________________ 3. Did Morse grow up knowing he wanted to be an inventor? _____________________________ 4. Was Morse a recognized painter before he invented the telegraph? _____________________________ 5. Did Morse ever earn much money from his invention? _____________________________ 6. Did Morse get his idea for the telegraph while on a ship to Europe? _____________________________ 7. Did Morse spend over a decade working on his invention? _____________________________ 8. Is Samuel Morse still alive today? _____________________________

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Read the passage. Circle the main idea in each paragraph. Then, answer the questions.

Your teeth may be part of your smile, but they have a more important job—they are the first step in the process of digestion. You have three kinds of teeth. In the very front of your mouth are eight flat, thin teeth called incisors. They are used for cutting and biting food. Next to these are pointed teeth called canines, which also help you tear food. The remaining teeth are molars. These teeth have flat tops for crushing and grinding the food. 1. What is the most important function of your teeth? ______________________________________ ____________________________________________________________________________________ 2. What are the three kinds of teeth?______________________________________________________ ____________________________________________________________________________________ 3. How do your front teeth differ from your back teeth? ____________________________________ ____________________________________________________________________________________

If you take a close look at your tongue you will see that it is covered with tiny bumps called taste buds. They contain nerves that send messages to your brain that give you the sense of taste.

bitter

Your tongue can only detect four kinds of tastes—sweet, sour, salty, and bitter. The taste buds that pick up these signals are arranged on your tongue in different places. Look at the diagram to see where you would most strongly sense each taste.

sour

sour

salty

salty

sweet

4. What gives you the sensation of taste? _________________________________________________ 5. What are the only four tastes your tongue can detect? ___________________________________ ____________________________________________________________________________________ 6. Why do you think people like to lick ice-cream with the tip of their tongue? _______________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Read each sentence. Identify it as the main idea or as a detail. Write MI or D.

(A) _____ 1. On most days, you can easily see the star nearest Earth because it is our sun. _____ 2. It does not look like other stars because it is so close relative to the other stars. _____ 3. Still, it is quite a distance away—about 93 million miles from Earth!

(B) _____ 1. Sometimes a writer does not use his or her real name as an author. _____ 2. One of the most famous pen names is Dr. Seuss, whose real name was Theodor Geisel. _____ 3. When an author uses a made-up name for writing, it is called a pen name.

(C) _____ 1. They are highly nutritious and their sweet taste make them an excellent snack. _____ 2. Raisins are dried grapes. _____ 3. Though once considered a delicacy, raisins are readily available for snacking and cooking.

(D) _____ 1. Some slugs have a small, flat shell under the skin, but most have no shell at all. _____ 2. Like other snails, slugs have slimy skin that allows them to move about and protects their delicate bodies. _____ 3. A slug is a kind of snail.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Follow the three directions for each passage.

(A)

Latin is an ancient language that still lives today. Many English words are derived from Latin roots. For example, the Latin root port means “carry.” So, portable means able to be carried; transport means carry across, export means carry out; import means carry in. In fact, trans, ex, and im are also Latin for “across,” “out,” and “in.” Some English words also come from other languages, such as Greek.

1. Underline the sentence that gives the main idea. 2. Cross out the sentence that gives a detail that does not belong. 3. Write a good title: _______________________________________________________________

(B) Ceramics is the shaping and heating of materials to create useful or beautiful objects. It is one of the most ancient arts. Native American pottery is among the most beautiful. Most ancient ceramics were made from clay, which was baked to harden, then painted or carved with designs. Pottery made by people thousands of years ago has been found intact. Today, ceramic pieces are also made from various other materials and for a wide range of uses from art objects to dental work.

1. Underline the sentence that gives the main idea. 2. Cross out the sentence that gives a detail that does not belong. 3. Write a good title: _______________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Circle the main idea in the passage. Then, answer the questions.

Mount St. Helens May 18, 1980, started out like many other days at the lodge at the foothills of Mount St. Helens— clear and calm. Some folks had lived the last fifty years on the shores of Spirit Lake in this beautiful area of Washington state. But this day was to change the face of the land to something unrecognizable. There had been warnings of a possible eruption and many people had left the area. At 8:32 am an earthquake triggered a landslide on the sleeping giant. Gases and magma trapped in the mountain suddenly had an escape route! In barely a blink of an eye, Mount St. Helens exploded with the force of 500 atomic bombs. A huge cloud of super hot gases, rock, steam, and ash spewed out, disintegrating the top of the mountain and surrounding area. Then a moving wall of debris came down the mountain, wiping out everything in its path. The lake was emptied. And the lodge? Buried under 40 feet of ash and mud. The blast zone covered an area of more than 230 square miles, leaving vast stretches of leveled trees and barren land.

1. Where is Mount St. Helens located? O Washington, D.C.

O Canada

O Washington state

2. What finally triggered the blast? O earthquake

O landslide

O atomic bomb

3. To what does “sleeping giant” refer? O Spirit Lake

O volcano

O the lodge

4. Until this time, Mount St. Helens had not erupted since 1857. How long had it been since it last erupted? O 133 years

O 177 years

O 123 years

5. Why had many people left the area before the eruption? O They felt an earthquake.

O They’d been warned.

O They heard the explosion.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Read the fable of The Boy Who Cried Wolf. Then, answer each question.

The Boy Who Cried Wolf A shepherd boy was in charge of tending his master’s sheep near a dark forest not far from the village. But being a boy, he found the task dull and lonely. He wondered what he could do to relieve his boredom. Remembering that his master instructed him to call for help if a wolf should appear, he decided to call “Wolf” though none was there. Immediately the villagers came rushing to his aid. But when they arrived, they found no threat. The boy was amused by this, so the next week he did the same thing. Again the villagers came and again found no wolf. The next week it came to pass that a wolf did come out of the woods and threaten the sheep. The boy cried, “Wolf! Wolf” but the villagers did not come. They were determined not to be fooled again.

1. What is the main idea of this fable? __________________________________________________ __________________________________________________________________________________ 2. Why did the boy cry ‘Wolf” the first time? _____________________________________________________________________ the second time?___________________________________________________________________ the third time?_____________________________________________________________________ 3. Why did the villagers not come to the boy’s rescue the third time? O They didn’t hear him.

O They didn’t believe him.

4. Find the word in the story that means: help: ______________________________

boring: ______________________________________

caring for: _________________________

entertained: __________________________________

woods: ____________________________

hurrying: ____________________________________

5. A fable is a story that has a moral, or lesson to be learned, such as, Actions speak louder than words or Some things are easier said than done. Write what you think the moral of this story is: __________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Imagine your family is planning a two-day trip. Below is the information you got when you requested a travel package from the Blue Hills Inn. Read the offer carefully. Then answer the questions below.

Special Offer—Limited Time Only! If you have a family of four and want a two-day outing filled with fun, take advantage of our “42-3” special (four guests, two nights, $300). The special also includes four tickets for the Blue Hills jeep tour (a $60 value) and a $40 credit toward dinner at the Blue Hills Restaurant. While in the Blue Hills, your family will want to visit the aquarium in nearby Springsville, so we are also throwing in four passes for the shuttle bus—an additional savings of $12. If this sounds like something your family would enjoy, you’d better hurry. Our “4-2-3” special is good only from Feb. 1-June 1. Call today for reservations! 1-800-000-0000

1. What does the “2” stand for in the “4-2-3” special? O 2 nights

O 2 guests

O 2 hundred dollars

2. How much is a single ticket for the jeep tour? O $60

O $15

O $12

3. For how long a period is Blue Hills offering this special? O 5 months

O 30 days

O 4 months

4. For a family of four, what is the cost of this package per person? O $75

O $90

O $112

O $37.50

5. Why would this offer not be a good choice for a) a family of 3? ____________________________________________________________________ b) a family with a baby? ____________________________________________________________ 6. What is the main benefit of this offer?_________________________________________________ ___________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

Read the passage. Circle the main idea. Then, write True or False to answer the questions.

Rattlers Rattlesnakes are among the most feared of reptiles. This fear is welldeserved because, though most snakes are harmless, rattlers are poisonous. Some are large and some are small, but all have the characteristic segments at the end of their tails, which they shake to produce the rattle sound. Rattlers range in size from under two feet to seven or more feet in length. The diamondback rattler, easily recognized by the diamond-shaped markings along its back, is the most bulky of all poisonous snakes, though not the longest. Other smaller rattlers include the pygmy rattlesnake and the timber rattler. It is believed by some that the age of a rattlesnake corresponds to the number of segments of its rattle. But, actually a rattler adds a segment each time it sheds its skin—up to four times a year. And, when about ten segments accumulate, they start to fall off.

5. There are more kinds of harmless snakes than poisonous ones.

1. The pygmy rattler is among the smaller of the rattlesnake varieties.

____________________________

____________________________

6. A rattlesnake adds one rattle segment per year.

2. The timber rattler is a poisonous snake. ___________________________

___________________________ 3. Rattlesnakes eat birds and small mammals.

7. The diamondback rattler is the heaviest of all poisonous snakes.

___________________________

___________________________ 4. A rattlesnake does not always rattle before striking.

8. Other poisonous snakes include the cobra and coral snake.

___________________________

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An outline is like a skeleton—a basic framework on which to build the “meat” of a story or passage.

Directions:

Imagine it is the first day of school. Your teacher has passed out the outline below to study, then, use it to introduce yourself to the group. Write what you would say.

Main topics are listed as Roman Numerals.

Subtopics are indented and listed with capital letters, followed by a period. If a subtopic has separate key points, they are indented further and listed by number.

I. Who I am A. Description B. Family II. What I like A. Favorite subject B. Hobbies/Interests III. My Plans A. This school year B. When I’m grown 1. Where I’ll live 2. What I’ll do

Each line begins with a capital letter.

_______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

An outline provides the “bare bones” of information. Read and follow the directions below to create an outline of how the U.S. government is structured.

The U.S. constitution divides the powers of American government into three branches, each with its own powers and limitations.

Study the basic outline framework below. Then use it to help you fill in the missing parts on the outline at the right.

I. (Branch) A. (Who) B. (Main purpose) C. (Main powers) 1. (Power) 2. (Power) 3. (Power)

• Represent general population • Supreme Court • Command armed forces • Main powers of Judicial Branch • President • Impeach the President • Declare laws unconstitutional • Set foreign policy • Declare war • Veto laws from Congress • Legislative Branch

Structure of the U.S. Government I. Executive Branch A. ______________________________________________ B. Oversees and administers government C. Main powers of Executive Branch 1. ___________________________________________ 2. Appoint high federal officials 3. ___________________________________________ 4. ___________________________________________ II. ________________________________________________ A. House of Representatives and Senate (Congress) B. ______________________________________________ C. Main powers of Legislative Branch 1. Propose new laws 2. ___________________________________________ 3. Levy taxes and appropriate funds 4. ___________________________________________ III. Judicial Branch A. ______________________________________________ B. Judges constitutionality of laws C. ______________________________________________ 1. Uphold existing laws 2. ___________________________________________ 3. Settle legal disputes from lower courts

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Even the best readers can’t remember everything they read. That’s why summarizing is a good strategy to use in your head as you read or to take notes.

Directions:

A.

Practice summarizing. Imagine you will be tested on the information in each passage below. Take notes of the key points you want to remember. Then write a brief summary.

The “Cold War” was one in which no shots were fired. The term refers to the cooling, then fiercely opposing ideology differences that developed between the U.S. and primarily Russia in the years following World War II. The “war” was one of competition in politics, economics, and propaganda. Neither side trusted the other and both sides were convinced that only their own would prevail. The space race epitomized this period of time. Key point: What was the “Cold War”? _______________________________________________ Key point: Who were the main adversaries? __________________________________________ Key point: What kind of “war” was waged? __________________________________________ Summary: ________________________________________________________________________ __________________________________________________________________________________

B.

In 1803, the size of the United States doubled under President Jefferson. A vast amount of land, some 828,000 square miles, had been held by Spain but recently ceded to France. The territory extended from the Gulf coast to the current Canadian border extending out from the Mississippi basin. Napoleon, unable to gain a strong foothold in the New World, decided that rather than fight to retain this territory (and most likely lose it), he would sell it to the United States for about 15 million dollars. The Louisiana Purchase was one of President Jefferson’s grandest achievements. Key point: How did the U.S. double in size in 1803? ___________________________________ Key point: Who sold and purchased the land? _________________________________________ ___________________________________________________________________________________ Key point: What was the location and size of the territory? ______________________________ ___________________________________________________________________________________ Summary: _________________________________________________________________________ ___________________________________________________________________________________

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Directions:

Summarizing is not just for nonfiction. You can summarize a fiction story, too. One strategy for doing this is to use the 5 W’s: Who? What? Where? When? Why? Practice this strategy with the story below.

The Greedy Brother A thousand years ago there lived two Chinese brothers. One was very wealthy but miserly. The other was poor but generous. The wealthy brother, whose name was Kim, spent all of his time figuring out how to increase his wealth. The poor brother, whose name was Cho, shared with his neighbors what little he had. By and by came a time when it rained for many days. The rice in Cho’s little paddy would not grow, for it was at the bottom of the hill. Kim, who raised silkworms, was not affected. Cho climbed the hill to ask his brother for help. Kim had many silkworms, whose thread he sold at a large profit. Kim did not want to give his brother anything valuable, but only to appear to be helping him. Kim gave Cho a box of worms that he thought were near dead. Cho thanked him and took them home. Cho fed the worms generously with mulberry leaves and they grew fat and healthy. Soon Cho had silk to sell. When Kim heard of this, he became enraged at his brother’s good fortune. One night he sneaked down the hill and cut all Cho’s worms in half. Instead of dying, each of Cho’s worms regenerated, so he had twice as many as before. Upon hearing this, Kim became more enraged. He went out into his own collection and cut all his own worms in half. But, Kim’s worms died and he lost his fortune. Cho never knew what his brother had done or why. He just took him into his modest home and cared for Kim for the rest of his life.

Who? ______________________________________________________________________________ What? ______________________________________________________________________________ ____________________________________________________________________________________ Where? _____________________________ When? _______________________________________ Why? ______________________________________________________________________________ ____________________________________________________________________________________ Summary: __________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Reading is like detective work. You must be able to distinguish facts from opinions and specifics from generalizations. Test your reading detective skills.

Directions:

Each sentence below is either a fact or an opinion AND a specific detail or a generalization. Mark each as follows: Specific Fact, Specific Opinion, General Fact, or General Opinion.

act Specific F t is

act General F bats

ba The brown the common in . tes United Sta

ing Insect-eat ocation use echo-l d. to find foo

General Opinion

Specific Opinion

Bats are u gly and creepy.

Vampire b ats are the scaries t bat.

____________________________ 1. Like dogs, mice, and cats, all bats are mammals. ____________________________ 2. Bats have odd-looking faces and heads. ____________________________ 3. There are several hundred species of bats worldwide. ____________________________ 4. Little brown bats make excellent pets. ____________________________ 5. Bats sleep hanging upside down. ____________________________ 6. Bats are helpful to us because they eat vast numbers of insects. ____________________________ 7. People should be afraid of and avoid bats. ____________________________ 8. Bats are the only mammals that can fly. ____________________________ 9. The flying fox is a bat found in Southeast Asia. ____________________________ 10. Bats are nocturnal—they are most active at night. ____________________________ 11. Unlike most bats, flying foxes eat fruit. ____________________________ 12. The snout of a horseshoe bat looks like a smashed leaf. Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Directions:

A.

A generalization is a statement that can be concluded about a group of specifics. To be valid, a generalization must be true for all things and in all cases. Read each description. Choose the sentence that states a valid generalization.

Sara lives in Arizona. The summers are long and very hot, but Sara loves it because she enjoys swimming and can go for all but a couple of months a year. Josh lives in Wisconsin, where the winters are cold and snowy. He loves going sledding and iceskating. Abby lives in Pennsylvania. Her favorite thing about living there is the change of seasons. O It is better to live in a place with seasons. O There is no place to live where you can both swim and sled. O People enjoy living in different types of climates.

B.

Green plants contain chlorophyll, which enables them to make their own food. They require sunlight, water, minerals, and carbon dioxide to do this. Other plants, such as molds, mushrooms, and yeasts, depend on food from other sources. Mold grows and feeds on such things as bread and fruit. Mushrooms get their food from soil or decaying wood. Yeasts can live on the sugar in water. O True plants make their own food. O Some plants make their own food; others do not. O Molds, mushrooms, and yeasts are not plants.

C.

The making of pottery is one of the oldest human endeavors. The term pottery refers to tiles, dishes, vases, and other articles made of baked clay. There are two categories of pottery. The first, and finest, is called porcelain. Porcelain is translucent, meaning that some light can pass through it. The other, earthenware, is opaque, meaning that no light can pass through it. O Earthenware is a type of pottery. O Porcelain and earthenware are two types of pottery, or articles made of baked clay. O True pottery is opaque, meaning no light can pass through it.

Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Here’s a tip! Reading isn’t just text. Tables, diagrams, labels, or other visual presentations can contain vital information you want or need to know. Directions:

Everything you need to know to answer the questions is presented visually below. Refer to it to get the information you need.

MAJOR LEAGUE SOCCER STANDINGS Western Division x-Galaxy x-San Jose x-Kansas City Colorado

W

L

T

Pts

GF

GA

14 13 11 5

7 7 13 13

5 6 3 8

47 45 36 23

52 47 33 36

36 29 53 47

Central Division y-Chicago x-Columbus x-Dallas Tampa Bay

16 13 10 4

6 7 11 21

5 6 5 2

53 45 35 14

50 49 48 32

30 36 47 68

Eastern Division y-Miami x-New York/New Jersey New England D.C. United

16 13 7 8

5 10 14 16

5 3 6 2

53 42 27 26

57 38 35 42

36 35 52 50

W = Wins L = Losses T = Ties Pts = Points GF = Goals For GA = Goals Against x = clinched playoff spot y = clinched division Note: 3 points for victory, 1 point for tie

1. What cities’ teams have clinched their divisions? _________________________________________ 2. What team has had more ties than any other? ______________________________________ 3. How many teams have had 10 or more losses? __________________________________________ 4. What city’s team has had the most goals scored against them? ____________________________ 5. What city’s team has made the most goals? ____________________________________________ 6. Of the 12 teams, how many are sure to be in the playoffs? _______________________________ 7. Which two teams have the same W-L-T record? __________________________________________ 8. Which two divisions have the same number of total wins? ________________________________ 9. D.C. United won more games than New England. Why are D.C. United’s standings higher? ____________________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

The text below is supplemented by a diagram. Use both to answer the questions.

territories (not yet states)

VA NC

TN AR

SC AL

MS

GA

1861 Confederate states

TX LA FL

Rest of the states

In 1861 there were 33 states. When six southern states organized their own government in February 1861, they took the name Confederate States of America. South Carolina was the first to secede late in 1860. Five others followed early in 1861. By spring, eleven states made up the Confederacy. The main reason for the secession was dispute over the economics of and views about slavery. 1. Name the first state to secede from the Union in 1860. ___________________________________ 2. Was North Carolina a Confederate state in 1861? _________________________________________ 3. What three Confederate states were on the border with the North at the time? ___________________________ _____________________________ __________________________ 4. How many states were in the Confederacy in 1861? _______________________________________ 5. Why did the states marked as Confederate withdraw from the Union? _______________________ ______________________________________________________________________________________

Challenge! Name three current states that were not yet part of the U.S. in 1860. ____________________________ ___________________________ ____________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

How do you get information about a product? Check the label! Natalie’s city began a recycling program. The city delivered a large container to each home. The label below was attached. Use it to answer the questions.

1. How many containers does each

HELP US SAVE OUR PLANET

household receive? ___________________

Curbside Recycling

2. How much must each household pay for

New for Rosewood

the container and service? _____________

The city of Rosewood is providing free of charge, one

3. Can Natalie put her family’s used pizza

large recycling bin per household. Follow the guidelines

boxes in the bin? _____________________

below for what can and can’t be recycled. Then put your bin on the curb each Thursday by 8 AM for pickup.

4. Natalie’s shampoo bottle is marked with

MATERIAL

EXAMPLES

plastics

containers with #s 1-7, such as milk, soda, and water bottles, butter tubs, styrofoam, and grocery store bags

5. Where should the bin be placed for

paper

newspapers, junk mail, phone books, frozen food boxes, pizza boxes, computer paper, cardboard

6. By what time must the bin be out for

metal

glass

a number 6. Can she recycle it? _________

pickup? _____________________________

pickup? _____________________________

containers of metal or aluminum, such as drink cans, foil trays, soup cans, and pet food cans; also wire hangers

7. What should be done to bottles and jars

glass bottles and jars (all colors), soda and juice bottles, and baby food jars

before placing them in the bin? _____________________________________

Bottles and jars must be empty and rinsed out.

8. Why do you think they don’t want

Boxes should be flattened. Lids and labels are OK.

shredded paper or small styrofoam bits?

DO NOT INCLUDE

_____________________________________

shredded paper, small styrofoam pieces, scrap metal, pots, pans, window glass

9. Which can be recycled plastic grocery: bags, paper grocery bags, neither, or

If you have any questions call

both? _______________________________

Rosewood Street Services 389-2341

10. Who is sponsoring the program and where can they be reached? ____________

CITY OF ROSEWOOD

_____________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Use the visual graphic presented below to answer the questions.

THE NINE MAJOR WORLD CLIMATES In general, climate is the pattern of weather over a long period of time. Following are nine major climates, based on average temperatures, precipitation, and humidity. CLIMATE TYPE

TEMPERATURE

PRECIPITATION

Rainy Tropical

hot throughout the year

heavy; distributed evenly throughout year

Wet/Dry Tropical

warm to hot throughout the year

abundant but most during rainy seasons

Semiarid

hot to cold throughout the year

sparse in any season

Desert

hot to cold throughout the year

very sparse; all seasons very dry

Warm Rainy

warm to hot summers, cool winters

ample; well distributed throughout year

Wet/Dry Seasonal

warm to hot summers, cool winters

rainy winter; dry summer

Cool Moist

cold winters, warm to hot summers

medium rain/snow in all seasons

Polar

long, cold winters; short, cool summers light throughout year; winter snow

Ice Cap

bitter-cold winters, cold summers

very light; frozen throughout year

1. What is the definition of climate? ________________________________________________________ 2. What is the difference between Warm Rainy and Wet/Dry Seasonal climate? __________________ ______________________________________________________________________________________ 3. What single term might describe an area that’s warm to hot and rainy? ______________________ 4. What’s the main difference between Semiarid and Desert? __________________________________ 5. What do Ice Cap and Desert climates have in common? ____________________________________ 6. What general type of climate do you think each of these places has and why? a. Alaska: _____________________________________________________________________________ b. Egypt: _____________________________________________________________________________ c. Amazon rain forest: _________________________________________________________________ d. Washington, D.C.: __________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002

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Date:

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3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com

Directions:

Below are some fantastic animal facts according to the Guinness Book of World Records. Your job is to pull out the basic information to fill in the missing cells on the table.

• Adult male bee hummingbirds of Cuba can be as small as 2.25" long and weigh only .056 oz. • The rare whale shark can be 40 ft. long and weigh as much as 20+ tons. • The largest species of pinniped is the southern elephant seal at up to 20 ft. and 3.5 tons. • A reticulated python can reach the amazing length of 30 ft. or more. • A male eastern lowland gorilla can be almost 6 ft. tall and weigh 380 lbs. • The tiniest true deer is the southern pudu, which may be only 13" at the shoulder and weigh 14 lbs. • The smallest bat in the U.S. is the western pipistrelle with a wingspan of less than 8”.

Some “EST” animals—biggest, smallest ANIMAL

BIGGEST/LONGEST

SMALLEST/SHORTEST

Pinniped Bat

Galapagos fur seal (~160 lbs.) Bismarck flying fox (wingspan 5 ft.+)

Fish Deer

Dwarf pygmy gobi (1/3 in. long,